The present research study attempted to determine if special needs educators, who reported being engaged in their work, were more likely to appraise perceived stressful work situations as a welcomed challenge as opposed to an unwelcomed threat. This study was undertaken in order to build on the minimal body of existing empirical research in three areas: (a) the occupational stressors experienced by special needs educators, (b) work engagement among special needs educators, and (c) the relationship between work engagement and the appraisal of perceived occupational stress. It achieves these ends by determining: (a) which occupational stressors reported by special needs educators were perceived as being the most stressful, (b) if special needs educators were engaged in their work and the extent thereof, and (c) the impact of work engagement on the perception of occupational stress by special needs educators. A quantitative, non-experimental, cross-sectional, ex post facto research design was employed for the collection and analysis of data. Data was gathered from seven special schools in the Umlazi District of KwaZulu-Natal. These special schools provide high levels of support to learners with severe intellectual (learning) disabilities. A sample of N = 86 voluntary participants was obtained, comprising N = 12 males and N = 74 females. Data was generated via self-report survey-type questionnaires, which were divided into three parts: (1) a section requesting biographical information, (2) the Occupational Stress scale – a survey instrument intended to generate data relating to the demands and resources perceived by participants, and (3) the Work Engagement scale – a survey instrument intended to generate data relating to the participants perceived levels of engagement at work. All data were analysed using SPSS version 15.0 for Windows (SPSS Inc., Chicago, Illinois, USA). The results revealed that inadequate pay and benefits was a major source of perceived occupational stress, and that special needs educators were highly engaged in their work. Support for the hypothesis of an inverse relationship between work engagement and perceived occupational stress was attained. In addition, analyses of biographical variables in relation to perceived occupational stress provided support for the Transaction Model of Stress. Stress management interventions for special needs educators of severe intellectually (learning) disabled learners were recommended, the strengths and limitations of the present study noted and avenues for future research suggested. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Durban, 2010.

Effective schools are a pre-requisite for the transformation of society. However, for schools to function effectively, educators must work to their optimum levels, showing commitment, dedication and enhanced work performance. It is a challenge for school managers and policy implementers to ensure that educator's work performance is enhanced in the workplace. In this study I undertook to investigate factors that influence educator work performance. The rationale for the study took into consideration the constant demands placed on educators. By illuminating the factors that affect educator work performance, it is hoped that educators would receive the necessary support, assistance and guidance from all stakeholders in education so that educators may face and overcome current challenges in education, thus promoting work performance. As a result, educators will be able to execute their roles and responsibilities effectively in a rapidly transforming education environment. This study employed a qualitative research design. Through a process of random sampling, four Primary Schools from the Phoenix-West Ward of the Pinetown District in KwaZulu-Natal were chosen. The informants in this study comprised of eight level one educators. Two educators from each of the sampled schools were chosen through purposive sampling. The data was generated with the use of semi-structured interviews. The data gathered was received, coded and organized into themes, categories and sub-categories. Content analysis was used to analyze the data. The findings revealed that many factors influence educator work performance. Factors such as a good salary and work that is challenging enhance work performance. Praise and recognition, as well as democratic leadership styles by SMT's, also have a positive influence on work performance. Factors associated with poor work performance included, heavy teacher workloads, curriculum uncertainty, stress, favouritism and a lack of teaching resources and equipment. In addition to this, being self-motivated created an inner drive in the informants to perform at optimum levels. School managers should play a fundamental role in offering support, guidance and in motivating educators in the workplace. The study also revealed that there should be a strong bond between the Department of Education as the employer and educators as employees, whereby the Department of Education should implement motivation strategies to enhance educator work performance. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.